,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will Show more,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will ask the following ques— tions : What is an object ?——an impression ?—-an expression @— an 1dea?——a word 3 &c. The class reading the responses in concert from page 2d, the teacher explaining the relation between words, ideas and obJects. The class will now proceed to scan the Burial of Sir John Moore, analyze and parse the words in the title page, com— paring the sentence, propos1tion, and each idea and word < in it, with its correspondent in the key, thus : TEACHER—-—“ Now Z” CLAss——“Walk now” equals “moves slowly.” If “slowly” is an adverb, modifying “ moves,” then “now” is an adverb modifying “walk.” TE ACHER———T\vo ? CLASS—“Two boys” equals “ cold day.” If “ cold” is an adjective qualifying day, then “two” is an adjective qualifying boys, &c., going through with each word in the same manner. - They will now turn to page 6, and go over the dialogue, thus : Tram—Word? CLAss——“.Now.” Tina—Relation? OLAss ———-“ Walls now.” TEA. Idea 2 CLAss~——“Time,——Now is an adverb of time, telling us when they walk,” etc., dis— posing of each word in the same manner, going over it again and again, until the lesson is perfectly engmaoed on the memory. In the same manner go over the rest of the exercise from the 3d to the 15th page, the class reading in concert. By this process, committing, meeiting, applying, and understanding the deﬁnitions and rules of grammar are cOmbined in the same operation, and the student is com- pelled to teach himself, saving half the labor and time to both teacher and student, usually spent in learning it in the old way. Show less

DEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an Show moreDEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an impression, being the seven parts into which the impreSSIOn 1S dIVIded. EXPRESSION—The act of pressing out these ideas in words. ‘WORDs———Articulate sounds, used as signs of ideas. LETTERS—Marks, representing the sounds which the , human voice is capable of making. PROPOSITIONw—A judgment of the mind, expressed in words. All judgments must be either afﬁrmative, X IS ":Y.’ 01‘ negatiVea X IS NOT INY: EASE-- The relation, which the noun has to other words. PARTS on SPEECH—T he relation which words have to nouns _fX——SUBJEoT———The thing we are talking about. 'Y-m-PREDICATEwWhat is said about the subject. PHILoSOPHY on LANGUAGEwThe relation existing between ideas and words. There are ten different kinds of ideas, the expression of which constitutes language. Seven of these are primary, and three are relative. ‘ PRIMARY IDEAS can be expressed by a single word. They are : r IDEAS, quantity, quality, matter, motion, time, manner, place. WORDS, Two young boys walk now slowly there. The RELATIVE IDEAS are incomplete when standing alone, servmg only to connect two of the primary ideas, and are always used in dependent propositions and phrases. Direction, Comparison, Connection. -——-from-—-to——-; ——-—--—erthan—-—; ——--when———-—. Before the above words can express any ideas, the elipses must be ﬁlled with primary ideas. Entered according to Act of Congress, in the year 1869, by SOLOMON Burma-r, in the Clerk’sOﬂice of the District Court of the U. S., for the Southern District 0 f N ew York. Show less

1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those Show more1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those in the e . 'll‘rhe learner must repeat these exercises until they are printed on MS brain, (so that the printed exercises can be dispensed with,) without regard to the length of time re- quired to commit them; for unless this be effected, no at» tempt can be successful. INDUCTION signiﬁes leading into knowledge, and this A can ' be effected only by a constant repetition of the exercises. Reasoning, (or comparing,) is the only Key, which, ﬁtting all the wards in the lock, opens the door of the Temple of Science, no matter on what subject the reasoning may be employed. ‘ - ' The use of mathematical signs for the solution of gram- matical problems will be found of the highest value in these exercises, as they will enable the scholar to prove his ana- lysis and parsing to be correct, and render all disputes impossible. S. BARRETT. No. 8 COLLEGE PLACE, N. Y., ' JUNE, 1869 ' + . OPINIONS OF THE PRESS. We are well pleased with another part Of his plan of instruction—he not only conveys a knowledge of the principles of the language, but endeavors also to convey some idea of its beauty and harmony. The English is really an elegant and harmonious tongue; but by an entire neglect of its prosody and poetry, it is, in the mouths of the great mass of the population, a rough uncouth jarg0n.-—-—HAMDEN,SIDNEY COLLEGE. This work comes to us recommended by the highest authorities in litera- ture on this continent as the simplest, and consequently the best system of Grammar ever published. He has brought together their correSpondencies with marvellous ingenuity, and has constructed a plan which is the Key to the Grammar of all Languages. We are happy to learn that Mr. Barrett is meeting with that favorable reception to which his meritorious labors original ideas and method of instruction eminently entitle him.——MONTREAL HERALD. Show less

before an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor- Show morebefore an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor- able manner. Beyond this, all that need be said is, that a pupil instructed on Mr. Bar- rett’s plan will always be a thorough grammarian.———NEW YORK EVENING POST. ‘w W... -___.. __ ) [‘— Ofﬁce of JOHN F. HENRY, ‘: £01353... ur‘éh‘ousr .:-_Jno_{. Hengy ’S " ed 5 2'” Untt ’ (Med- (Successor to DEMAS BARNES & CO.) . . N. . .nitqd ﬁtness ediritw Warehouse, .- 8 COLLEGE PLACE, I? mm A} 57: Bet. Park Place 8: lVIurray Street, NEW YORK- The above Map of a section of the City of New York shows the location of the U. S. Medicine \Varehouse of JOHN F. HENRY, which is known as the largest establishment of the kind in the world, in which are kept all the valuable medicines of both American and European production. At this place, WHICH Is NOT A BOOK‘ SToRE, we have established the Depot for BARRETT’S GRAMMARS. We have done this in order to con- trol our own publications, and furnish the books to teachers and others direct from the press, at the lowest possible price it can be afforded. The Series consist of—BARRETT ON THE LANGUAGES—ENGLISH, LATIN, GREEK, GERMAN, SPANISH AND FRENCH—~including a POLYGLOT ARRANGE- MENT OF PART OF THE GOSPEL OF ST. MATTHEW, and a DICTIONARY OF MODERN LANGUAGES, for the use of Editors, Clergymen, Lawyers, Physi- cians, Druggists, Teachers and private learners, pp. 750. Price, $3 A GRAMMAR OF THE ENGLISH LANGUAGE, for the use of Schools, pp. 240. In boards, ‘75 cents. . A KEY TO THE GRAMMAR OF ALL LANGUAGES, being a Chart 36 x {34 inches; on muslin, $1 50, or on paper, $1. ORAL AND OBJECT LESSONS DI ENGLISH GRAMMAR, being a Pamphlet. Price 15 cents. A CARD, WITH A KEY To THE GRAMMAR OF ALL LANGUAGES, 10 cents. A large discount from these prices for quantities of one dozen or“ more of each of the above. Orders respectfully solicited. B. S. BARRETT, AGENT, NO. 8 College Place, New Y Show less

OF ENGLISH GRAMMAR. ' 13 “ THAT-ALL-VEGETABLES-ARE-COMBUSTABLEx ” IS TRUE’ . The above proposition performs the ofﬁce of a noun in the nominative Show moreOF ENGLISH GRAMMAR. ' 13 “ THAT-ALL-VEGETABLES-ARE-COMBUSTABLEx ” IS TRUE’ . The above proposition performs the ofﬁce of a noun in the nominative case. : HEx SAIDy “ THAT-JOHN-HAD-GONE—To-NEW—YORK.” This proposition supplies the place of a noun in the ob- jective case—complement of action. “ To-BE-Goonx ” is “ To-BE-HAPPYY.” WMv~—-wqr— ’- No'rE.——Propositions commencing with the conjunction “that,” and the inﬁnitive mood, supply the place of nouns, either in the nominative or objective. EXERCISES IN PARSING. SENTENCE z—Mar , bring me the book! PARSING. Word? “Mary.” Relation? “0! Mary?” Idea? .‘ , Matte 3. “ Mary” is a noun, the name of a person. Proper, an appropriated name. Feminine gender, of the female race. Second person, spoken to. Singular number, it denotes but one. lVominative case independent. RULE 3d. Word? “Bring.” Relation? “(Thou) bring10 book.” Idea? Motion.y 10. y. Bring is a verb of motion (or rest) . Irregular, it does not form its past tense in ed. Transitive, governing the object (600.76.) Imperative mood, used for commanding, &c. Present tense, representing present time. Second person, singular, to agree With thou. RULE 9th. ,_ Word? “Me.” Relation? “ (GTeacher,) Me8——-(to) me.” Idea? Place.8 8. 7. “Me” is a personal pronoun, of the ﬁrst person. singular number, standing for the speaker, and 1p) the objective case governed by the preposmon to. Show less

A ewe—- OPINONS OF THE PRESS—Continued. The author of this work, having spent a long and laborious life in lingual and philological studies, has at Show moreA ewe—- OPINONS OF THE PRESS—Continued. The author of this work, having spent a long and laborious life in lingual and philological studies, has at length removed the veil which has so long obscured the philology of the Greek and Roman rhetoricians, and has intro- duced a new system, which, for facility of acquisition and utility in practice,, stands unrivalled in the annals of literature.-—CINCINNATI ENQUIRER, A NEW SYSTEM OF GRAMMAR This volume makes the nearest approach to a common sense view of the principles of grammar we have ever met with, and is consequently applica- ble to all other regular languages as well as English. He has prepared in this work a scheme of grammar that is based upon the only principle that will ever make the science intelligible to the general mind, and the only principle that is constant, consistent, and alike in all languages. It was a unique idea on the part of Mr. Barrett to apply algebraic equa- tions to the resolution of grammatical problems, as it fortiﬁes beyond assault the proofs of his accuracy in laying down the principles which constitute his system, and justiﬁes the revolution he has attempted in the domains of grammar. It may awaken thoughtful people, at any rate, to a fuller con- sciousness of the necessity that exists for an improved method of getting at the grammatical structure of our language, and that must inevitably lead to the adOption of Mr. Barrett’s principles. He is a gentleman who has labored for nearly half a century in this ﬁeld of learning. His researches have been profound, and his acumen is great, hence the result of his labors is _a eminently satisfactory—NEW YORK SUNDAY TIMES. AN ASSISTANT TO THE EDITOR. From an hour’s careful examination of its method of instruction, we have acquired a clearer idea of the rules of Grammar, and their practical applica~ tion, than we ever had from any other treatise of a similar nature. The manner of imparting a knowledge of this necessary qualiﬁcation, is by a system of object teaching—the most satisfactory and complete style of in- struction—rendering the mastery of the usually intricate and abstruse rules a matter of the greatest clearness and ease of accomplishment—NEW YORK TYPOGRAPHIO MESSENGER. ‘ -C BARRETT’S PRINCIPLES OF GRAMMAR. The work is very elaborate, and evidently thorough; while the method Of teaching, though at ﬁrst appearing to be very complicated, is really Simple, and speedi’y indoctrinates the pupil into the framewoi-k of language itself. Barrett’s Grammar, like most good instructors, sets the student at Once at parsing or analyzing sentences and learning the relations of the1r members to each other. Deﬁnitions and rules come afterward. This is the Way that children learn to talk, and is the natural method of learningthe grammar of a language. The committing to memory of rules and deﬁnitions: Show less

2’ 26-,” < f j . ., . .. g . lh ’lRODUCTION. GRAMMAR is written on the face of nature. We are sur rounded by millions of worlds in rapid motion. Show more2’ 26-,” < f j . ., . .. g . lh ’lRODUCTION. GRAMMAR is written on the face of nature. We are sur rounded by millions of worlds in rapid motion. Now, MATTER, with QUANTITY and QUALITY, is nouns and pronouns. Adjectives. In MO I‘ION or REST, with MANNER, TIME and PLACE. Verbs. Adverbs. And on this broad and natural foundation, as a base, the superstructure of grammar has been erected by all nations. The Romans and English have instituted a set of ques- tions for classifying all words. Quando? Quomodo? Ubi? Lat. Quantum? Qualis uis? Quid ? Eng. How many? What kind? Who did it? What is done? When ? How? Where? Words. Two, Young Boys Walk Now, Slowly, There. fjggghf Adj. Adj. Noun (nom.) Verb. Adv. Adv. Adv. .The above questions may be answered as well by de- pendent Phrases and Propositions, having. a substantive, adjective or adreroial signification. As a knowledge of the mode of using a useful tool or instrument, is indispensable to its utility, it is proper to give the following directions for using this work: 1st. Suspend the large chart on the right hand side of the blackboard, and on, or near it. 2d. Furnish each student with a copy of the lessons on “Oral and Ob— ject Teaching.” 8d, “ Now (let the) two young boys walk slowly there,” during the performance, in their preper per- sons, suiting the actions to the words. Let tli‘e teacher explain that the human head is the only. q apparatus for “manufacturing” language. The brain is the “ sensitive plate” on which all impressions are written by the organs of sense, and ewpressecl by the organs of speech. Memory is the retaining of these ideas; and think-r ing, is recalling them to mind. These inwressions constitute the sum total of all knowl- edge—Classifying these ideas is science—EXPRESSING THEM CORRECTLY Is GRAMMAR—expressing them gracefully is rhetoric—comparing them is reasoning or logic, and con- necting them, or constructing propositions and sentences, is composition. ___MAMH.—~-w_ w. . .. g _, . . . ... . .-. ..._........-0 Juan’— w-f‘u4-NJ . 4 Show less